J Educ Res Nurs. Ahead of Print: JERN-47124 | DOI: 10.14744/jern.2025.47124

The Relationship Between Nursing Students’ Attitudes Toward E-Learning and Phubbing Behavior: A Descriptive and Correlational Study

Nur Sema Kaynar Demirel¹, İrem Nur Basan^2
1Department of Public Health Nursing, Van Yüzüncü Yıl University Faculty of Health Sciences, Van, Türkiye
²Department of Nursing, Van Yüzüncü Yıl University Faculty of Health Sciences, Van, Türkiye

Background: E-learning plays a critical role in modern nursing education by offering flexibility and access to diverse learning resources. However, excessive smartphone use and behaviors like phubbing—ignoring others to focus on one's phone—may negatively impact learning engagement and communication.

Aim: This study aimed to examine the relationship between nursing students’ attitudes toward e-learning and their phubbing behavior, as well as the influence of demographic and behavioral factors.

Methods: A cross-sectional, descriptive, and correlational design was adopted. The sample consisted of 283 undergraduate nursing students from a public university in Türkiye. Data were collected using the Attitudes Toward E-Learning Scale (ATELS) and the Generic Scale of Phubbing (GSP). Descriptive statistics, independent t-tests, one-way Analysis of Variance (ANOVA) with post hoc tests, and Pearson correlation analyses were conducted to evaluate the data.

Results: Results showed that students held moderately positive attitudes toward e-learning (mean ATELS: 28.18±7.78) and moderate levels of phubbing (mean GSP: 48.71±15.69). No significant correlation was found between ATELS and GSP scores. Gender and school grade were significantly associated with ATELS scores, with male and second-year students reporting more positive attitudes. Stronger communication skills were also linked to higher ATELS scores (p<0.05). In contrast, higher daily smartphone use, lower communication skills, and low participation in social activities were significantly associated with increased phubbing.

Conclusion: These results suggest that although both behaviors are shaped by digital habits, they are not directly related. Improving students' communication skills and encouraging digital self-regulation may enhance the effectiveness of e-learning. Further research should explore these dynamics across different educational settings.

Keywords: Communication skills, e-learning, nursing students, phubbing, smartphone use

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